CRITERIA 

NON-PERFORMANCE 

BASIC 

PROFICIENT 

DISTINGUISHED 

Create instructional materials to teach adult learners supply chain management concepts, frameworks, trends, and issues.
15% 

Does not create instructional materials related to supply chain management.

Creates instructional materials related to supply chain management that are inappropriate for adult learners or the concept, frameworks, trends, and issues presented are inaccurate or unclear.

Creates instructional materials to teach adult learners supply chain management concepts, frameworks, trends, and issues.

Creates instructional materials to teach adult learners supply chain management concepts, frameworks, trends, and issues. Supports the concepts, frameworks, trends, and issues to be taught with professional and scholarly literature.

Integrate supply management considerations in diverse cultures, legal systems, and business contexts.
14% 

Does not address supply management considerations.

Addresses supply management considerations in the context of a single culture, legal system, or business context.

Integrates supply management considerations in diverse cultures, legal systems, and business contexts.

Integrates supply management considerations in diverse cultures, legal systems, and business contexts, using specific examples from the professional and scholarly literature to illustrate concepts. 

Integrate appropriate adult learning frameworks to engage students in the presented materials and achieve stated learning objectives.
14% 

Does not identify appropriate adult learning frameworks.

Identifies appropriate adult learning frameworks but does not demonstrate how they will engage students in the presented materials or achieve stated learning objectives.

Integrates appropriate adult learning frameworks to engage students in the presented materials and achieve stated learning objectives.

Integrates appropriate adult learning frameworks to engage students in the presented materials and achieve stated learning objectives. Annotates lecture notes regarding how frameworks used will encourage learning and achievement of the stated learning objectives.

Create a measurable assessment that aligns with the content, learning objectives, and expectations for adult students in a supply chain management lesson plan.
15% 

Does not create an assessment related to supply chain management.

Creates an assessment related to supply chain management that is not measurable, not aligned with content or learning objectives, and/or not aligned with expectations of adult students.

Creates a measurable assessment that aligns with the content, learning objectives, and expectations for adult students in a supply chain management lesson plan.

Creates a measurable assessment that aligns with the content, learning objectives, and expectations for adult students in a supply chain management lesson plan, providing a graphic to illustrate how the assessment is measurable and aligned with the content, learning objectives, and expectations for adult students.

Create an appropriate, aligned rubric that facilitates the evaluation and communication of achievement of adult learners with regard to specific learning objectives related to supply chain management.
14% 

Does not create a rubric for a supply chain management assessment.

Creates an unaligned rubric for a supply chain management assessment that hinders the evaluation and communication of achievement of adult learners with regard to specific learning objectives related to supply chain management.

Creates an appropriate, aligned rubric that facilitates the evaluation and communication of achievement of adult learners with regard to specific learning objectives related to supply chain management.

Creates an appropriate, aligned rubric that facilitates the evaluation and communication of achievement of adult learners with regard to specific learning objectives related to supply chain management, providing a graphic to illustrate how the rubric criteria align with the assignment expectations.

Convey purpose, in an appropriate tone and style, incorporating supporting evidence and adhering to organizational, professional, and scholarly writing standards.
14% 

Does not convey purpose, in an appropriate tone and style, incorporating supporting evidence and adhering to organizational, professional, and writing scholarly standards.

Conveys purpose in an appropriate tone or style. Clear, effective communication is inhibited by insufficient supporting evidence and/or minimal adherence to applicable writing standards.

Conveys purpose, in an appropriate tone and style, incorporating supporting evidence and adhering to organizational, professional, and scholarly writing standards.

Conveys clear purpose, in a tone and style well suited to the intended audience. Supports assertions with relevant and convincing evidence. Exhibits strict and nearly flawless adherence to organizational, professional, and scholarly writing standards, including APA style and formatting.

Address the appropriate audience, using familiar, discipline-specific language and terminology. 
14% 

Does not address the appropriate audience, using familiar language and terminology.

Addresses the appropriate audience but uses jargon that inhibits clear expression.

Addresses the appropriate audience, using familiar, discipline-specific language and terminology. 

Addresses the appropriate audience, using familiar, discipline-specific language and terminology with exceptional concision and clarity.

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